Ranikhet Academy
Academy Primary School
Ranikhet Primary School has published their Local Offer providing information on Special Educational Needs and Disabilities.
Who to contact
- Contact Name
- Miss Louisa Sanghera
- Contact Position
- Head of School
- Telephone
- (0118) 937 5520 (0118) 937 5520
- admin@ranikhetacademy.co.uk
- Website
- Ranikhet Academy
- Scan to visit this website
Where to go
- Address
-
Spey Road
Tilehurst
Reading
Berkshire - Postcode
- RG30 4ED
Directions to RG30 4ED
Childcare Information
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Description
- Contact Name
- Miss Louisa Sanghera (Head of School) Emma Young (Senco)
- Contact Telephone
- (0118) 937 5520
- Contact Email
- admin@ranikhetacademy.co.uk emma.young@ranikhetacademy.co.uk
- Links
- Ranikhet Academy website SEND Policies Accessibility Plan
- Local Offer Age Bands
- Primary (4-10 years)
- SEN Provision Type
- Universal
- Local Offer Updated
- 19/06/2023
Schools Extended Local Offer Response
Description
General statement:
A single-form entry mainstream primary school supporting a diverse community of children.
- Therapeutic approach to behaviour
- Daily Sensory Circuits / Wake Up Shake Up
- Nurture group 4 afternoons a week
- Colourful Semantics included within in-class scaffolding, oracy and writing interventions
- Speech and language therapy
- ELSA support
- Maths interventions
- Sensory room
- 1:1 daily readers and additional small group reading sessions
- Bucket time intervention
- Guinea pigs
- Intensive Interactions
- PECs
- Diversity days, assemblies and lessons to promote inclusion and respect.
- Small group learning in the 'Rainbow Room'
- Referrals and facilitation of on-site interventions by members of the Primary Mental Health Support Team and Speech and Language Therapy team
- Parent workshops
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Additional and/or different from provision is currently being made for children with a wide range of needs, including cognition and learning, communication and interaction, sensory and/ or physical, and social emotional and mental health.
- 1.2: What kinds of SEND do those children have?
Specific learning difficulties including dyslexia and moderate learning difficulties, speech and language difficulties, autistic spectrum condition, physical disabilities including hypermobility, specific medical conditions, ADHD, anxiety disorders, and attachment disorders, among others.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
At Ranikhet Academy, we follow a clear Early SEND identification process:
Upon a new child joining the school, a history of their attainment, learning needs and circumstances are sought through discussions with the family and previous settings.
On-going communication between staff, parents and the child can help identify additional areas of need. Where an initial concern is raised by the child, parent, staff member or wider professional, this is recorded on school's online recording system (CPOMs).
The child's strengths and areas of difficulty/ concern will be assessed by staff, in consultation with the parent (and child as appropriate). This includes an investigation into the child's attendance, wider lived experiences and their strengths and difficulties in each of the four areas of SEND (Cognition and Learning; Physical and Sensory; Social, Emotional and Mental Health; Communication and Interaction).
It will then be appropriate to either agree a monitoring period or plan for additional provision.
If any referrals to external agencies are considered appropriate, parental consent must be obtained and the SENCo will be consulted.
If the identified area of need is due to a special educational need, parents will be asked for signed consent to add their child to the SEND register.
If a child requires additional provision, an Individual Learning Plan (ILP) or Therapeutic Plan (Therapeutic plans are written for children who struggle to follow the behaviour policy due to their special educational needs) will be agreed between staff, parents and the child. Any relevant external agency advice will be considered.
If parents are separated but retain parental responsibility, staff will speak to both parents at each stage unless agreed otherwise.
At least termly, the child's ILP or Therapeutic plan will be reviewed to include:
- The child's recent successes- What’s going well?
- Consideration for the pupil’s engagement with and/or impact of the additional provision. Does the provision need amending?
- Has the child achieved their short- and long-term targets? Are the targets still appropriate?
If the child has achieved their long-term targets, it may be appropriate for the child to be removed from the SEND register. If this is the case, parents will be asked to sign the ‘Leaving the SEND register’ letter. Relevant school records will then be updated to reflect this.
- 2.2: How will I know if my child is receiving SEN support?
Parents are contacted in the first instance of any concerns around their child’s progress or wellbeing.
Parental permission will always be obtained before any referral to external professionals are made. Where external involvement is requested, parents will be contacted by the professional directly, either through face-to-face meetings or over the phone.
If the joint decision is made to support the child with additional provision, an individual learning plan or therapeutic plan will be agreed between the school, parents and child. Provision and agreed targets are recorded on the individual learning plan and/ or therapeutic plan.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
On the school website:https://www.ranikhetacademy.co.uk/97/policies-and-reports
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
- Reviewing Individual Learning Plans (ILPs) and therapeutic plans at least 3x yearly.
Through these reviews, each aspect of the child’s provision is considered in terms of whether the child is making progress towards, or has achieved, their targets. If the child is not making progress towards their targets, their provision will be re-evaluated and agreed changes put in place. All reviews will be done in consultation between the child, school and parents. Where appropriate, external support agencies will also be consulted.
- Holding Pupil Progress meetings every half term
- Tracking pupil’s progress in relation to age related expectations as determined in the National Curriculum
- Using assessments and reviews completed by outside professionals e.g. children with speech and language difficulties have their needs regularly assessed and reviewed by speech and language therapists
- Annual Review meetings for children with Education, Health and Care Plans.
- The use of the Boxall Profile, where deemed appropriate
- The monitoring of attendance and behaviour records
- Monitoring of teaching and learning.
- Internal CPD processes.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Where appropriate,
- Annual Review meetings for children with Education, Health and Care Plans,
- The use of Boxall profile assessments,
- Monitoring of attendance and behaviour records,
- Half termly pupil progress meetings
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
- Termly reviews of the child’s individual support plan, and more often if required.
- Regular professional conversations about a child’s progress and next steps
- Half-termly pupil progress meetings
- Measuring the impact of individual and/or group interventions
- Parent-school meetings
- Meetings with the SENCo/class teacher
- Parent workshops
- Relevant professionals are consulted to support the evaluation of impact for interventions.
- The child is always consulted in the review of their provision as appropriate.
- 3b.2: How will I find out about the progress my child is making?
- Termly reviews of the child’s individual support plan, and more often if required, including consultation between the child, parent and school staff.
- Termly parent drop-in sessions.
- Parent – teacher meetings twice yearly.
- Transition meeting discussions at the end of each academic year
- Additional conversations by phone and/or face-to-face as necessary
- If your child has a Tapestry account, parents are able to access uploads and posts evidencing the child's learning.
- 3b.3: How will I be involved in those reviews? Who else will be there?
For children with an EHCP, parents and relevant external professionals would be invited to attend the annual review. This may include an educational psychologist, speech and language therapist, occupational therapist, physiotherapist, social worker, and/ or family worker. Relevant professionals would also be consulted in advance and a report requested evidencing their involvement with the child, and their professional judgement of the child's progress against the agreed outcomes.
The SEND case officer from the local authority would also be invited. They usually only attend annual reviews for children in year 5, as this is when secondary school placements are discussed, however, they can be contacted after the meeting with any follow-up queries.
The SENCo leads the annual review discussion, with the parents and any relevant external professionals also present. As appropriate, the child may also attend the annual review. (The child will always be consulted in advance to gain their views.)
Individual learning plan and therapeutic plan reviews are lead by the class teacher in consultation with the child and parent. External professional feedback and reports will be considered alongside these reviews. The SENCo may also be consulted.
Where parents are separated but retain equal parental responsibility, both parents will be consulted for every review, unless agreed otherwise. Copies of all documentation will be shared equally with both parents.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
Scaffolding is embedded in our curriculum and practice. Children may receive additional support through the use of resources to support conceptual understanding, a higher level of adult support as appropriate and additional interventions to close any learning gaps.
Quality first teaching includes a class teacher's detailed knowledge of every child's individual needs. As such, the teacher may vary their questioning to support a child's understanding and to further extend their thinking. There may be adaptations to the way the learning environment is designed and tailored to a child's needs, and considerations made to the structure of lessons.
Our curriculum is designed to consolidate and build on prior knowledge at every stage, with opportunities to address misconceptions and close attainment gaps.
- 3c.2: How can I find out more about what my child is learning at the moment?
- View the class curriculum maps on the school website showing the learning covered each half term.
- Attend the termly parent drop-in sessions.
- Speak to your child's class teacher on the door or request a meeting.
- If you child has a Tapestry account, view recent posts.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
We have an Accessibility Plan and as such make every effort to make reasonable adjustments where possible.
As appropriate, children are supported with Medical Care Plans which may include individual adaptations to resourcing and lessons.
- 3d.2: How will the curriculum be matched to my child's needs?
As appropriate, scaffolding and adaptations will be made to support children to access the learning and make good progress from their starting points.
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
Children may be supported in their learning through the use of adapted resourcing and scaffolding. The children may also be supported with a higher level of adult support and/ or interventions.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Resourcing is shared across the school dependent on children's individual needs.
A child may be offered various resources such as a coloured overlay, wobble cushion or ear defenders. The child may also have access to a quieter learning space to complete their work, or access to the sensory room for calm down time.
As appropriate, children are supported 1:1 or in small groups with their teacher or a learning support assistant. The child may attend additional interventions where needed.
- 3e.3: How will I know if my child is getting extra support?
Parents are informed if their child is receiving extra support.
Parents will be consulted to discuss any concerns and proposed extra provision. This will be documented on an individual learning plan or therapeutic plan, with agreed targets and support.
- 3e.4: How is the decision made about how much/what support my child will receive?
Decisions are made about the support a child may need as a result of:
- Observations and assessments of a pupil
- Information sharing between parents/carers, class teachers and the SENCO
- Pupils views
- The views of any other professionals involved
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
All clubs are open for children with SEND to attend. Throughout the year the clubs available vary. The list of clubs includes:
- Ranikhet Runners - open to all year groups
- Just Dance Club - Years 1 & 2
- Times Tables Rock Stars Club - Years 3 & 4
- Board Games Club - Years 3 & 4
- Athletics Club - Years 3, 4 & 5
- Drama Club - Years 5 & 6
- Year 6 Leavers Yearbook Club - Year 6
- Rainbow Room Sensory Club - SEN
- Design and Technology Club - Years 5 & 6
- Reading Football Club Kick Session - Years 4 & 5
- Art Club - Years 5 & 6
- Art Club - Years 3 & 4
- Art Club - Nursery & Reception
- Gymnastics Club - Years 3 & 4
- Disney Club - Years 1 & 2
- Phonics booster group - Years 1 & 2
- SATs booster group - Year 2
- SATs booster group - Year 6
- Games club - Reception
- Yoga club - Years 4, 5 & 6
- Guinea pig club - Years 1, 2, 3, 4, 5 & 6
Break and Lunchtime provision are also available to support children’s social communication skills, and to provide a quieter environment for children to eat.
- 3f.2: How can my child and I find out about these activities?
At the beginning of each term, information is communicated with parents and invitations sent out to sign up.
If parents have further queries, they are encouraged to speak to their child's class teacher, the person running the club, or contact the office.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
All children are included in school trips wherever possible. As appropriate, parents will be consulted if there is a safety concern surrounding a child’s attendance, and actions agreed relating to an individual risk assessment.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
The PSHE curriculum offers the children the opportunity to explore topics around social, emotional and mental health at an age-appropriate level.
Respect is central to everything we do at Ranikhet. It is one of the three main school rules: Ready, respectful and safe; and respect it is a consistent expectation between staff and peers. Following a rule-breaking incident, staff use the restorative approach to resolve disagreements and promote positive choices and well-being going forwards. Social stories and comic strip conversations are used to support the children's understanding as necessary.
Half-termly well-being days are held for all children across the school. The children may be invited to attend various interventions, including Nurture Group or Sensory Sircuits dependent on need. Emotional literacy support or well-being sessions are also provided as appropriate, by trained members of staff.
Children are discussed (with parental consent) at mental health surgeries with the Brighter Futures for Children Mental Health Support Team. If appropriate referrals for external interventions are completed with parental consent. The family support worker works closely with families to support the well-being of the children.
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
Miss Emma Young - SENDCo
Mr Thomas - Deputy Headteacher and Pastoral lead
- 4.2: What should I do if I think my child may have a special educational need or disability?
If you have any concerns, the first point of contact is your child’s class teacher. The class teacher may then refer you on to the SENDCo.
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
We include special educational needs in our ongoing training throughout the year.
In our setting we:
- Identify training requirements for staff as part of Performance Management.
- Hold dedicated staff meetings for SEN training and development.
- Ensure staff who support SEN pupils receive appropriate training from an external provider or in school.
This includes training for:
- ASC
- Speech and Language therapy
- Mental health needs and emotional literacy
- Medical needs
- Precision teaching
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
We would assess the needs of the children in each class and provide the appropriate equipment.
Such equipment may include:
- Additional provision to help with writing eg. Pencil grips, theraputty
- Fidget toys
- Ear defenders
- Sand timers
- Writing slope
- Visual aids
- Coloured overlays
- Spell checker
- Chewies
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
We consult with families at:
- Home visits (for Nursery and Reception children)
- Parent - teacher meetings, twice a year.
- Termly SEND review meetings.
- Termly class drop ins, where class teachers are available for a chat.
- EHCP annual reviews
- 7.2: How will you help me to support my child's learning?
During parent-drop in sessions, class teachers share ways to support the children's learning at home. Parent workshops are also held at share information on the curriculum and how to support children with their learning in each area.
Homework is provided throughout the year. This may include individualised provision as appropriate.
Parents are always welcome to contact the school for a meeting outside of the events listed above. Similarly, parents may be contacted prior to a review date as necessary. In addition to the events listed above, we endeavour to support families with their child’s learning needs through involving external professionals to offer support and guidance. A communication book may be set up or an agreement that the child's learning will be shared through an online Tapestry profile where parents are able to view entries and upload observations from home.
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
Wherever possible, the child will be consulted on their aspirations and views. This includes the review of the child’s individual learning plan, therapeutic plan or EHCP.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
Sian Butler (Chair of governors) siangary1966@gmail.com
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
SEN Reading IASS - Reading borough council parent partnership iass@brighterfuturesforchildren.org Tel: 0118 937 3421
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
We work with many external agencies including:
- Speech & Language
- Occupational Therapy
- Educational Psychology
- Behaviour Support
- School Nursing Team
- Reading’s Children and Adolescent Mental Health Services (CAMHS)
- Primary Mental Health Support Team
- 10.2: How can my family get support from these services?
The school’s SENCo would be happy to advise how to access support from external agencies.
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
SENCo – Miss Emma Young emma.young@ranikhetacademy.co.uk
Reading SEND local offer localoffer@reading.gov.uk
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
Induction arrangements include:
- Home visits and pre-visits to school for SEN pupils
- Gradual induction process for children who need it
- Transition stories to read at home in preparation for starting school/new class including photos of new staff and learning areas, and a copy of the new timetable.
- Additional visits to new classroom and teacher during the Summer Term
- Transition meetings with receiving Secondary schools and visits to new school.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
Reading Borough Council have produced their own local offer information. https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Children with individual learning plans and therapeutic plans are reviewed termly in consultation with the child and parents.
Children with an EHCP will also have an annual review where progress towards agreed outcomes and provision are discussed.
- 14.2: How often will these reviews happen?
ILP and therapeutic plans are reviewed at least termly and EHCPs are reviewed at least annually.
Reviews can be held early where necessary.
15: Who can I contact for further information?
In the first instance, parents/carers are encouraged to talk to their child’s class teacher. Further information and support can be obtained from the school’s SENCo, Miss Emma Young.
16: What is the complaints procedure?
See our complaints policy available on the school website.
17: Our external partners are
Educational Psychologist - Dr Eve Mbire-CHigumba
evas.mbire@brighterfuturesforchildren.org
Speech & Language Therapist -Linda Maule
Social Care - Reading Borough Council
Mental Health Support Team - Outreach workers and Educational Mental Health Practitioners
School Nurse
18: Is there any additional provision you have developed during the year?
The ‘Rainbow Room’ has been developed as a therapeutic learning environment for small group interventions in the mornings and afternoon.
Speech and language provision has been developed in line with the needs of the children to include stage 4 PECs as appropriate.
Further speech and language training in line with the needs of the children.
Training into the development of individual provision for children with SEND and intimate care needs.
Implementation of the Incredible 5-Point scale to support the children's emotional literacy.
Nurture group has moved from the morning to the afternoons.
19: Link to the schools websites SEND information or policy page.
https://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=oxwdrNENXG4 https://www.ranikhetacademy.co.uk/97/policies-and-reports
Description
General statement:
A single-form entry mainstream primary school supporting a diverse community of children.
- Therapeutic approach to behaviour
- Daily Sensory Circuits / Wake Up Shake Up
- Nurture group 4 afternoons a week
- Colourful Semantics included within in-class scaffolding, oracy and writing interventions
- Speech and language therapy
- ELSA support
- Maths interventions
- Sensory room
- 1:1 daily readers and additional small group reading sessions
- Bucket time intervention
- Guinea pigs
- Intensive Interactions
- PECs
- Diversity days, assemblies and lessons to promote inclusion and respect.
- Small group learning in the 'Rainbow Room'
- Referrals and facilitation of on-site interventions by members of the Primary Mental Health Support Team and Speech and Language Therapy team
- Parent workshops
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Additional and/or different from provision is currently being made for children with a wide range of needs, including cognition and learning, communication and interaction, sensory and/ or physical, and social emotional and mental health.
- 1.2: What kinds of SEND do those children have?
Specific learning difficulties including dyslexia and moderate learning difficulties, speech and language difficulties, autistic spectrum condition, physical disabilities including hypermobility, specific medical conditions, ADHD, anxiety disorders, and attachment disorders, among others.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
At Ranikhet Academy, we follow a clear Early SEND identification process:
Upon a new child joining the school, a history of their attainment, learning needs and circumstances are sought through discussions with the family and previous settings.
On-going communication between staff, parents and the child can help identify additional areas of need. Where an initial concern is raised by the child, parent, staff member or wider professional, this is recorded on school's online recording system (CPOMs).
The child's strengths and areas of difficulty/ concern will be assessed by staff, in consultation with the parent (and child as appropriate). This includes an investigation into the child's attendance, wider lived experiences and their strengths and difficulties in each of the four areas of SEND (Cognition and Learning; Physical and Sensory; Social, Emotional and Mental Health; Communication and Interaction).
It will then be appropriate to either agree a monitoring period or plan for additional provision.
If any referrals to external agencies are considered appropriate, parental consent must be obtained and the SENCo will be consulted.
If the identified area of need is due to a special educational need, parents will be asked for signed consent to add their child to the SEND register.
If a child requires additional provision, an Individual Learning Plan (ILP) or Therapeutic Plan (Therapeutic plans are written for children who struggle to follow the behaviour policy due to their special educational needs) will be agreed between staff, parents and the child. Any relevant external agency advice will be considered.
If parents are separated but retain parental responsibility, staff will speak to both parents at each stage unless agreed otherwise.
At least termly, the child's ILP or Therapeutic plan will be reviewed to include:
- The child's recent successes- What’s going well?
- Consideration for the pupil’s engagement with and/or impact of the additional provision. Does the provision need amending?
- Has the child achieved their short- and long-term targets? Are the targets still appropriate?
If the child has achieved their long-term targets, it may be appropriate for the child to be removed from the SEND register. If this is the case, parents will be asked to sign the ‘Leaving the SEND register’ letter. Relevant school records will then be updated to reflect this.
- 2.2: How will I know if my child is receiving SEN support?
Parents are contacted in the first instance of any concerns around their child’s progress or wellbeing.
Parental permission will always be obtained before any referral to external professionals are made. Where external involvement is requested, parents will be contacted by the professional directly, either through face-to-face meetings or over the phone.
If the joint decision is made to support the child with additional provision, an individual learning plan or therapeutic plan will be agreed between the school, parents and child. Provision and agreed targets are recorded on the individual learning plan and/ or therapeutic plan.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
On the school website:https://www.ranikhetacademy.co.uk/97/policies-and-reports
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
- Reviewing Individual Learning Plans (ILPs) and therapeutic plans at least 3x yearly.
Through these reviews, each aspect of the child’s provision is considered in terms of whether the child is making progress towards, or has achieved, their targets. If the child is not making progress towards their targets, their provision will be re-evaluated and agreed changes put in place. All reviews will be done in consultation between the child, school and parents. Where appropriate, external support agencies will also be consulted.
- Holding Pupil Progress meetings every half term
- Tracking pupil’s progress in relation to age related expectations as determined in the National Curriculum
- Using assessments and reviews completed by outside professionals e.g. children with speech and language difficulties have their needs regularly assessed and reviewed by speech and language therapists- Annual Review meetings for children with Education, Health and Care Plans.
- The use of the Boxall Profile, where deemed appropriate
- The monitoring of attendance and behaviour records
- Monitoring of teaching and learning.
- Internal CPD processes.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Where appropriate,
- Annual Review meetings for children with Education, Health and Care Plans,
- The use of Boxall profile assessments,
- Monitoring of attendance and behaviour records,
- Half termly pupil progress meetings
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
- Termly reviews of the child’s individual support plan, and more often if required.
- Regular professional conversations about a child’s progress and next steps
- Half-termly pupil progress meetings
- Measuring the impact of individual and/or group interventions
- Parent-school meetings
- Meetings with the SENCo/class teacher
- Parent workshops- Relevant professionals are consulted to support the evaluation of impact for interventions.
- The child is always consulted in the review of their provision as appropriate.
- 3b.2: How will I find out about the progress my child is making?
- Termly reviews of the child’s individual support plan, and more often if required, including consultation between the child, parent and school staff.
- Termly parent drop-in sessions.
- Parent – teacher meetings twice yearly.
- Transition meeting discussions at the end of each academic year
- Additional conversations by phone and/or face-to-face as necessary
- If your child has a Tapestry account, parents are able to access uploads and posts evidencing the child's learning.
- 3b.3: How will I be involved in those reviews? Who else will be there?
For children with an EHCP, parents and relevant external professionals would be invited to attend the annual review. This may include an educational psychologist, speech and language therapist, occupational therapist, physiotherapist, social worker, and/ or family worker. Relevant professionals would also be consulted in advance and a report requested evidencing their involvement with the child, and their professional judgement of the child's progress against the agreed outcomes.
The SEND case officer from the local authority would also be invited. They usually only attend annual reviews for children in year 5, as this is when secondary school placements are discussed, however, they can be contacted after the meeting with any follow-up queries.
The SENCo leads the annual review discussion, with the parents and any relevant external professionals also present. As appropriate, the child may also attend the annual review. (The child will always be consulted in advance to gain their views.)
Individual learning plan and therapeutic plan reviews are lead by the class teacher in consultation with the child and parent. External professional feedback and reports will be considered alongside these reviews. The SENCo may also be consulted.
Where parents are separated but retain equal parental responsibility, both parents will be consulted for every review, unless agreed otherwise. Copies of all documentation will be shared equally with both parents.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
Scaffolding is embedded in our curriculum and practice. Children may receive additional support through the use of resources to support conceptual understanding, a higher level of adult support as appropriate and additional interventions to close any learning gaps.
Quality first teaching includes a class teacher's detailed knowledge of every child's individual needs. As such, the teacher may vary their questioning to support a child's understanding and to further extend their thinking. There may be adaptations to the way the learning environment is designed and tailored to a child's needs, and considerations made to the structure of lessons.
Our curriculum is designed to consolidate and build on prior knowledge at every stage, with opportunities to address misconceptions and close attainment gaps.
- 3c.2: How can I find out more about what my child is learning at the moment?
- View the class curriculum maps on the school website showing the learning covered each half term.
- Attend the termly parent drop-in sessions.
- Speak to your child's class teacher on the door or request a meeting.
- If you child has a Tapestry account, view recent posts.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
We have an Accessibility Plan and as such make every effort to make reasonable adjustments where possible.
As appropriate, children are supported with Medical Care Plans which may include individual adaptations to resourcing and lessons.
- 3d.2: How will the curriculum be matched to my child's needs?
As appropriate, scaffolding and adaptations will be made to support children to access the learning and make good progress from their starting points.
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
Children may be supported in their learning through the use of adapted resourcing and scaffolding. The children may also be supported with a higher level of adult support and/ or interventions.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Resourcing is shared across the school dependent on children's individual needs.
A child may be offered various resources such as a coloured overlay, wobble cushion or ear defenders. The child may also have access to a quieter learning space to complete their work, or access to the sensory room for calm down time.
As appropriate, children are supported 1:1 or in small groups with their teacher or a learning support assistant. The child may attend additional interventions where needed.
- 3e.3: How will I know if my child is getting extra support?
Parents are informed if their child is receiving extra support.
Parents will be consulted to discuss any concerns and proposed extra provision. This will be documented on an individual learning plan or therapeutic plan, with agreed targets and support.
- 3e.4: How is the decision made about how much/what support my child will receive?
Decisions are made about the support a child may need as a result of:
- Observations and assessments of a pupil
- Information sharing between parents/carers, class teachers and the SENCO
- Pupils views
- The views of any other professionals involved
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
All clubs are open for children with SEND to attend. Throughout the year the clubs available vary. The list of clubs includes:
- Ranikhet Runners - open to all year groups
- Just Dance Club - Years 1 & 2
- Times Tables Rock Stars Club - Years 3 & 4
- Board Games Club - Years 3 & 4
- Athletics Club - Years 3, 4 & 5
- Drama Club - Years 5 & 6
- Year 6 Leavers Yearbook Club - Year 6
- Rainbow Room Sensory Club - SEN
- Design and Technology Club - Years 5 & 6
- Reading Football Club Kick Session - Years 4 & 5
- Art Club - Years 5 & 6
- Art Club - Years 3 & 4
- Art Club - Nursery & Reception
- Gymnastics Club - Years 3 & 4
- Disney Club - Years 1 & 2
- Phonics booster group - Years 1 & 2
- SATs booster group - Year 2
- SATs booster group - Year 6
- Games club - Reception
- Yoga club - Years 4, 5 & 6
- Guinea pig club - Years 1, 2, 3, 4, 5 & 6
Break and Lunchtime provision are also available to support children’s social communication skills, and to provide a quieter environment for children to eat.
- 3f.2: How can my child and I find out about these activities?
At the beginning of each term, information is communicated with parents and invitations sent out to sign up.
If parents have further queries, they are encouraged to speak to their child's class teacher, the person running the club, or contact the office.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
All children are included in school trips wherever possible. As appropriate, parents will be consulted if there is a safety concern surrounding a child’s attendance, and actions agreed relating to an individual risk assessment.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
The PSHE curriculum offers the children the opportunity to explore topics around social, emotional and mental health at an age-appropriate level.
Respect is central to everything we do at Ranikhet. It is one of the three main school rules: Ready, respectful and safe; and respect it is a consistent expectation between staff and peers. Following a rule-breaking incident, staff use the restorative approach to resolve disagreements and promote positive choices and well-being going forwards. Social stories and comic strip conversations are used to support the children's understanding as necessary.
Half-termly well-being days are held for all children across the school. The children may be invited to attend various interventions, including Nurture Group or Sensory Sircuits dependent on need. Emotional literacy support or well-being sessions are also provided as appropriate, by trained members of staff.
Children are discussed (with parental consent) at mental health surgeries with the Brighter Futures for Children Mental Health Support Team. If appropriate referrals for external interventions are completed with parental consent. The family support worker works closely with families to support the well-being of the children.
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
Miss Emma Young - SENDCo
Mr Thomas - Deputy Headteacher and Pastoral lead
- 4.2: What should I do if I think my child may have a special educational need or disability?
If you have any concerns, the first point of contact is your child’s class teacher. The class teacher may then refer you on to the SENDCo.
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
We include special educational needs in our ongoing training throughout the year.
In our setting we:
- Identify training requirements for staff as part of Performance Management.
- Hold dedicated staff meetings for SEN training and development.
- Ensure staff who support SEN pupils receive appropriate training from an external provider or in school.
This includes training for:
- ASC
- Speech and Language therapy
- Mental health needs and emotional literacy
- Medical needs
- Precision teaching
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
We would assess the needs of the children in each class and provide the appropriate equipment.
Such equipment may include:
- Additional provision to help with writing eg. Pencil grips, theraputty
- Fidget toys
- Ear defenders
- Sand timers
- Writing slope
- Visual aids- Coloured overlays
- Spell checker
- Chewies
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
We consult with families at:
- Home visits (for Nursery and Reception children)
- Parent - teacher meetings, twice a year.
- Termly SEND review meetings.
- Termly class drop ins, where class teachers are available for a chat.
- EHCP annual reviews
- 7.2: How will you help me to support my child's learning?
During parent-drop in sessions, class teachers share ways to support the children's learning at home. Parent workshops are also held at share information on the curriculum and how to support children with their learning in each area.
Homework is provided throughout the year. This may include individualised provision as appropriate.
Parents are always welcome to contact the school for a meeting outside of the events listed above. Similarly, parents may be contacted prior to a review date as necessary. In addition to the events listed above, we endeavour to support families with their child’s learning needs through involving external professionals to offer support and guidance. A communication book may be set up or an agreement that the child's learning will be shared through an online Tapestry profile where parents are able to view entries and upload observations from home.
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
Wherever possible, the child will be consulted on their aspirations and views. This includes the review of the child’s individual learning plan, therapeutic plan or EHCP.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
Sian Butler (Chair of governors) siangary1966@gmail.com
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
SEN Reading IASS - Reading borough council parent partnership iass@brighterfuturesforchildren.org Tel: 0118 937 3421
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
We work with many external agencies including:
- Speech & Language
- Occupational Therapy
- Educational Psychology
- Behaviour Support
- School Nursing Team
- Reading’s Children and Adolescent Mental Health Services (CAMHS)
- Primary Mental Health Support Team
- 10.2: How can my family get support from these services?
The school’s SENCo would be happy to advise how to access support from external agencies.
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
SENCo – Miss Emma Young emma.young@ranikhetacademy.co.uk
Reading SEND local offer localoffer@reading.gov.uk
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
Induction arrangements include:
- Home visits and pre-visits to school for SEN pupils
- Gradual induction process for children who need it
- Transition stories to read at home in preparation for starting school/new class including photos of new staff and learning areas, and a copy of the new timetable.
- Additional visits to new classroom and teacher during the Summer Term
- Transition meetings with receiving Secondary schools and visits to new school.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
Reading Borough Council have produced their own local offer information. https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Children with individual learning plans and therapeutic plans are reviewed termly in consultation with the child and parents.
Children with an EHCP will also have an annual review where progress towards agreed outcomes and provision are discussed.
- 14.2: How often will these reviews happen?
ILP and therapeutic plans are reviewed at least termly and EHCPs are reviewed at least annually.
Reviews can be held early where necessary.
15: Who can I contact for further information?
In the first instance, parents/carers are encouraged to talk to their child’s class teacher. Further information and support can be obtained from the school’s SENCo, Miss Emma Young.
16: What is the complaints procedure?
See our complaints policy available on the school website.
17: Our external partners are
Educational Psychologist - Dr Eve Mbire-CHigumba
evas.mbire@brighterfuturesforchildren.org
Speech & Language Therapist -Linda Maule
Social Care - Reading Borough Council
Mental Health Support Team - Outreach workers and Educational Mental Health Practitioners
School Nurse
18: Is there any additional provision you have developed during the year?
The ‘Rainbow Room’ has been developed as a therapeutic learning environment for small group interventions in the mornings and afternoon.
Speech and language provision has been developed in line with the needs of the children to include stage 4 PECs as appropriate.
Further speech and language training in line with the needs of the children.
Training into the development of individual provision for children with SEND and intimate care needs.
Implementation of the Incredible 5-Point scale to support the children's emotional literacy.
Nurture group has moved from the morning to the afternoons.
19: Link to the schools websites SEND information or policy page.
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Disclaimer
This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.
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